Abstract
Teachers’ perceptions of the impact of STEM project-based learning on critical thinking skills of intermediate phase learners.
This research study delved into how project-based learning (PrBL) affects the development of thinking skills among students in the STEM phase as observed by intermediate phase teachers at a private primary school in Gauteng. The research problem for this study emerged from the need to re-think the teaching approach to equip students with skills that will help them prepare for careers in the future that may not even exist today. As a result, there is a need to develop student's critical thinking skills from primary level education. The purpose of this study was to explore the impact of Project-based learning (PrBL) on critical thinking skills among skills for STEM intermediate-phase learners as viewed by primary school teachers. The main objectives of this study aimed to assess the level to which PrBL promotes thinking abilities identify strategies for implementing PrBL explore challenges faced by teachers during PrBL implementation and provide recommendations for integrating PrBL into primary education programs. The conceptual framework of this study was the social constructivism theory which emphasized the impact of interactions and cultural context on individuals’ comprehension and knowledge. This study employed a research approach utilizing a case-embedded multiple-case design alongside ethnography as the qualitative research method. Data collected involved conducting structured interviews with nine teachers with experience in teaching PrBL at the intermediate phase level of learners and analyzing relevant documents. Thematic analysis was then employed to interpret and analyze the collected data.
The literature review delved into PrBL and critical thinking, examining definitions, empirical studies, and teacher perceptions. It also explores educators' role, addressing preparation, attitudes, involvement, and identified obstacles in PrBL implementation. The research methodology section outlines a single case study with embedded cases, utilizing ethnography. Nine participants were purposefully selected, and data collection involved structured interviews and document analysis. Thematic analysis was applied to interpret the findings. Interviews highlighted challenges like resource constraints and time limitations, yet teachers acknowledged PrBL's positive
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impact on thinking skills. They suggested employing teaching strategies and expressed concerns about the readiness of South Africa’s education system, emphasizing development opportunities. This research provides valuable insights for teachers, policymakers, and researchers seeking to enhance primary school students' thinking abilities, particularly in STEM fields, offering suggestions for improved project-based learning implementation.